sharing and building ideas fayette long walden university sherry lambertson reaching and engaging...
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Sharing and Building IdeasFayette Long
Walden University
Sherry LambertsonReaching and Engaging All Learners
Through Technology, EDUC-6714 D-2November 28th, 2010
TRUE or FALSE
Change and fix the child to create an environment that helps all children to maximize their access to the learning environment.
TRUE FALSE
Flexibility in the classroom instruction and materials are needed to maximize learning for all students.
Provide options from the beginning even for those without disabilities.
UDL’s INSPIRATION
ARCHITECT (Laureate, 2009)
DESIGNING BUILDINGS TO MEET THE NEEDS FOR ALL PEOPLE PROVIDE OPTIONS/FLEXIBILITY THAT GIVES A
DIVERSITY OF PEOPLE ACCESS
3 PRINCIPLES GUIDE UDL: (CAST, 2008)
REPRESENTATION
ACTION and EXPRESSION
ENGAGMENT
HOW DO YOUR STUDENTS LEARN BEST?
picasaweb.google.com
PRINCIPLE ONE:
Provide multiple means of representation. Students differ in the way that they
perceive and comprehend information. Consider: Options that customize the display of
information Options that provide alternative for auditory
information. Options that provide alternatives for visual
information
PROVIDE OPTIONS FOR LANGUAGE AND SYMBOLS:
Options that define vocabulary and symbols
That clarify syntax and structure
For decoding cross-linguistic understanding
That illustrate key concepts non-linquistically.
PROVIDE OPTIONS FOR COMPREHENSION:
Options that provide or activate background knowledge
That highlight critical features, big ideas, relationships.
That guide information processing.
That support memory and transfer
PRINCIPLE TWO:PROVIDE MUTLIPLE MEANS OF ACTION
AND EXPRESSIONStudents differ in the ways that they can
navigate a learning environment and express what they know.Consider: the individuals who express
themselves well in writing text but not oral speech and vice-versa, for example.
PROVIDE OPTIONS FOR PHYSCIAL ACTION
PROVIDE OPTIONS FOR EXPRESSIVE SKILLS AND FLUENCY
In the mode of physical response
In the means of navigation
For accessing tools and assitive technologies
In the media for communication
In the toll for composition and problem solving
In the scaffolds for practice and performance.
PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS
That guide effective goal-setting That support planning and strategy
development That enhances capacity for monitoring
progress
PRINCIPLE THREE:
Provide Multiple Means of Engagement Students differ in the ways that they
engage and are motivated to learn.Provide options for recruiting interest• That increases individual choice and
autonomy• That enhances relevance, value, and
authenticity• That reduce threats and distractions.
PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE
PROVIDE OPTIONS FOR SELF-REGULATION
That heighten salience of goals and objectives
That vary levels of challenge and support
That foster collaborations and communication
That increase mastery-oriented feedback.
That guide personal goal-setting and expectations
That scaffold coping skills and strategies
That develop self-assessment and reflection
USE OF TECHNOLOGY SUPPORTED MATERIALS◦ Provides flexibility: The three UDL principles call
for flexibility◦ Depending on the needs of the students digital
materials can be modified to customize learning materials and methods to each individual
Technology examples/materials
World Wide Web; Word processing programs; PowerPoint; graphic organizer software such as Inspiration; learning software; text to image programs
Individuals needs for all students addressedAll students access content with
comprehensionMany resources and support found at CAST
website: www.cast.org
RESOURCES OF INTERESTCurriculum self-check:
www.udlselfcheck.cast.orgThe CAST Universal Design for Learning
(UDL) Lesson Builder provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students. http://lessonbuilder.cast.org/learn.php
www.cast.org/research/udl/index Watch
a video www.teachingeverystudnt/tools/main
Readabout UDL
3 NETWORKS OF THE BRAIN
The most powerful learning tool that a student brings to the classroom; most complex and mysterious. . .THE BRAIN!
The brain has a way of distributing, or processing information to different parts of the brain through 3 networks (Laureate, 2009):
Recognition: back of brain where sensor
organs come from: eyes, ears, nose and throat
Strategic: part of brain will allow you to do
skillful things like dancing, shooting for a basket; make plans for actions.
Affective: location of the brain where we
display our emotions – what things make us fearful, excited. Functions to help evaluate and identify
Learning Differences Every student is as unique in there
learning differences as are our finger prints – no one student is alike in how they learn (Laureate, 2009)
How to teach such diversity?
A connection between neuroscience and the classroom helps educators to understand our students better and tailor learning experiences in ways that will optimize learning opportunities for all learner (CAST, 2010).
The Power of FlexibilityThe Power of Flexibility
Classroom instructions and materials needs options for all learners to achieve.
Reflect back to principles one, two and three and the network guidelines for:◦Recognition◦Stratigic◦Affective
To support diverseRecognition Network: Provide multiple examples Highlight critical features Provide multirole media and formats Support background context
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback Offer flexible opportunities for
demonstrating skills
To support diverse affective networks:
Offer choices of content and toolsOffer adjustable levels of challenge oOffer choices of rewardsOffer choices of learning context
BRAIN NETWORKS andUSE OF TECHNOLOGY Using a collections of various
technologies and resources expands the options teachers can give for presenting information, for scaffolding students and for offering choices for student expression.
For example:
To support recognition network to students who struggle reading printed text a classroom instruction may provide technology that supports audio sound of the text would support access to the information presented to the student.
Another Example To Support Strategic Learning Different learners with the same goal
have different plans and steps for reaching the goal
Consider: using technology such as the Internet that can be embedded into a lesson for demonstrating how to do something.
Example to Support Instructionfor Affective Learning
Find multiple means to engage and motivate students using technology.
CAST ONLINE TOOLS AND RESOURCES
You many find some of the previous listed tools and resources helpful to enhance your classroom instructions along with the following sites:
http://www.advocacyinstitute.org/UDL/resources.shtml
www.udltechtoolkit.wikispaces.com/
Resources
Center for Applied Special Technology. (2010). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009). Universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.